Title

Author

Date of Award

Fall 12-5-2012

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Kathy Hoppe

Abstract

Science classes should place a strong emphasis on incorporating educational technologies, such as animations, interactive computer programs and various other technologies into the classroom. The use of animations and computer based simulations throughout instruction increases student understanding and achievement (Rosen, 2009). The use of educational technology in the science classroom, not only helps with student understanding of content, but also positively impacts students’ engagement in lessons and their attitudes towards learning (Shu-Nu, Yau-Yuen & May, 2009).

Studies have shown that instruction in a science classroom should incorporate students being actively engaged in the material in order for maximum achievement to occur. Students need to be able to take concepts from the science classroom and apply them to their everyday lives. Through the use of animations and simulations this connection can be bridged more effectively than through traditional instruction. The incorporation of computer animations and models provide enhancement and relevance to science learning.

Incorporating more educational technology such as animations and computer-based simulations is of ever increasing importance because federal legislation mandates an emphasis on technology integration in all areas of K-12 education (U.S. Department of Education, 2002). Under this mandate, education leaders at the state and local levels are expected to develop plans to effectively utilize educational technologies, such as simulations in the classroom.

Repository Citation

Swain, Kevin T., "Meaningful Use of Animation and Simulation in the Science Classroom" (2012). Education and Human Development Master's Theses. 143.
https://digitalcommons.brockport.edu/ehd_theses/143